SCHOOL-BASED MANAGEMENT

CONTEXTUALIZED SELF-ASSESMENT AND VALIDATION TOOL

Name of School: ________________________________________________________________

School Type: ___________________________________________________________________
Location: _______________________________________________________________________
Date Established: ________________________________________________________________
Last SBM Level/Rating: ____________________________________________________________
Name of School Head: _____________________________________________________________

The Committees (list down the names)

I. LEADERSHIP AND GOVERNANCE
Chairman: ____________________
Secretary: ____________________
Members: ____________________
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II. CURRICULUM AND INSTRUCTION

Chairman: ____________________
Secretary: ____________________
Members: ____________________
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____________________
____________________
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____________________
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III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Chairman: ____________________
Secretary: ____________________
Members: ____________________
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 ____________________
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IV. MANAGEMENT OF RESOURCES

Chairman: ____________________
Secretary: ____________________
Members: ____________________
____________________
____________________
____________________
____________________
____________________
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____________________
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Introduction (Brief background of the school)

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I. LEADERSHIP AND GOVERNANCE A network of leadership and governance guides the
education system to achieve its shared vision, mission and goals making them responsive and relevant to the
context of diverse environments.

LEADERSHI
P AND
LEVEL OF PRACTICE MOVS
GOVERNA
NCE
1. In place LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator
is a L 0 development plan guided development plan is The development plan
Developme Not by the school’s vision, evolved through the shared is enhanced with the
nt Plan Evide mission and goal (VMG) is leadership of the school community performing
(e.g. SIP) nt developed through the and the community the leadership roles and
developed leadership of the school stakeholders the school providing
collaborati and the participation of technical support.
vely by the some invited community
stakeholde stakeholders.
rs of the Evidence: Evidence: Evidence:
school and  Approved
community  Approved/Accept Approved/Accepted /Accepted SIP &
. ed SIP 3 year SIP/Dev’t Plan with Enhanced Dev’t Plan
Plan/Development Plan the following with the following
Development plan with documents documents:
the following  MOA/MOU by
• Invitation of the
documents: the school and
stakeholders to other
 Letter of community
Invitation of the school stakeholders (as stakeholders and the
to some community parties) re: school for the
stakeholders re: formulation of enhancement of the
formulation of SIP/Dev’t Plan SIP/Dev’t Plan
SIP/Dev’t Plan  Program of • Program of
(writeshop seminar) activities and activities,
 Accomplishment  Accomplishment •
Report Report
- Programs/Projects/A - Programs/Projects/A Accomplishment Report
ctivities aligned ctivities aligned -
w/the AIP w/the AIP
- Minutes of the - Minutes of the
Programs/Projects/Acti
writeshop workshop/Matrices
vities aligned w/the AIP
seminar/Matrices - Attendance - Minutes of
- Attendance - Narrative ReportMeeting/Agenda/Progr
- Narrative Report - Financial Report (if
ams/Matrices
- Financial Report (if money matters are
- Attendance
money matters are involved) - Narrative
involved) - Pictures Report
- Pictures  Any other
- Financial Report
 Any other documents proving
(if money matters are
documents proving that that SIP/Dev’t Plan
involved)
SIP was developed was developed through
through the leadership -
the shared leadership Pictures
of the school and such Any other document
of the school and the
was participated in by community proving that there was
some community enhancement of
stakeholders SIP/Dev’t Plan & such
activity was led by the
community & technical
assistance was provided
by the school
2. The LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator The
developme L 0 school leads the regular school and community community
nt plan Not review and improvement of stakeholders working as full stakeholders lead the
(e.g. SIP) is Evide
the development plan. partners, lead the continual regular review and
regularly nt
review and improvement of improvement process;
reviewed the development plan the school stakeholders
by the facilitate the process.
school Evidence: Evidence: Evidence:
community
to keep it  Reviewed,  Improved  Improved
up Improved, Adjusted /Adjusted SIP/Dev’t Plan /Adjusted SIP/Dev’t
responsive SIP/Dev’t Plan With the with the following: Plan with the following:
and following • MOA/MOU by the • Invitation of
relevant to • Letter of invitation school & the community community
emerging of the school to the stakeholders (as parties) re: stakeholders re: regular
needs, stakeholders re: Review & Partnering for continual review & improvement
challenges Improvement of the Dev’t review & improvement of of the Dev’t Plan
and Plan the Dev’t Plan •
opportuniti • Accomplishment • Accomplishment
es Report Report Accomplishment Report
- Minutes of - Minutes of - Minutes of
Meeting/Agenda/Programs Meeting/Agenda/Programs Meeting/Agenda/Progr
/Matrices /Matrices ams/Matrices
- Attendance - Attendance - Attendance
- Narrative Report - Narrative Report - Narrative
- Financial Report (if - Financial Report (if Report
money matters are money matters are - Financial Report
involved) involved) (if money matters are
- Pictures - Pictures involved)
• any other any other documents - Pictures
documents (printed/electronic) proving • any other
(printed/electronic) proving that the school and the document
that the Dev’t Plan as community stakeholders (printed/electronic)
reviewed and improved worked as full partners proving that the
through the leadership of which led to the continual community
the school review & improvement of stakeholders led to the
 Review of SIP/AIP the Dev’t Plan regular review &
based from improvement process &
- 1st Quarterly SMEA the school facilitated
Report the process.
- 2nd Quarterly
SMEA Report
- 3rd Quarterly
SMEA Report
- 4th Quarterly
SMEA Report
3. The LEVE LEVEL I Indicator The LEVEL 2 Indicator The LEVEL 3 Indicator
school is L 0 school defines the school and community Guided by an agreed
organized Not organizational structure, collaboratively define the organizational
Evide
by a clear and the roles and structure and the roles and structure, the
nt
structure responsibilities of responsibilities of community
and work stakeholders. stakeholders. stakeholders lead in
arrangeme defining the
nts that organizational structure
promote and the roles and
shared responsibilities; school
leadership provides technical and
and administrative support.
governance Evidence: Evidence: Evidence:
and define Any of the ff:
• School developed • Organizational  Letter of
the roles
Organizational Structures structures w/ TORs Invitation of the school
and
with TORs/Identified roles • Identified roles and re: Organizational
responsibili and responsibilities of responsibilities bearing Structures
ties of the school stakeholders. names of community and (Resolutions/MOAs/MO
stakeholde • School Memo school stakeholders as part Us for the Organization)
rs. • Letter of Invitation of the definition and 
 of the school re: formulation of the
Organizational Structures organizational structure Resolutions/MOAs/MO
(Election and Orientation  Letter of Invitation Us (e.g.
on roles & responsibilities of the school re: Parents/stakeholders
of Officers) Organizational Structures signed an agreement on
• Elected Officers (Policy Making for the the above
• Oath of Office with Organization) statements/agreed on
the indicated duties &  Minutes of the following conditions
responsibilities of the Meeting/Agenda & terms)
officers  Constitutional & By 
• Designation laws
letter/Appointment signed  Narrative Report Programs/Matrices/Pict
by the school head with pics orials (Reflecting names
•  Accomplishment of community and
Report with pics school stakeholders
Resolutions/MOAs/MOUs leading/initiating the
• Accomplishment formation of
Report organizational structure
- with defined roles and
responsibilities).
Programs/Projects/Activitie 
s aligned w/the AIP
- Minutes of Accomplishment Report
Meeting/Agenda/Programs -
/Matrices
- Attendance Programs/Projects/Acti
- Narrative Report vities aligned w/the AIP
- Financial Report (if - Minutes of
money matters are Meeting/Agenda/Progr
involved) ams/Matrices
- Pictures - Attendance
- Narrative
Report
- Financial Report
(if money matters are
involved)
- Pictures
4. A LEVE LEVEL I Indicator LEVEL 2 Indicator LEVEL 3 Indicator The
leadership L 0 A network has been The network actively network allows easy
network Not collaboratively established provides stakeholders exchange and access to
Evide
facilitates and is continuously information for making information sources
nt
communica improved by the school decisions and solving beyond the school
tion community. learning and administrative community.
between problems.
and among
school and
community
leaders for Evidence: Evidence: Evidence:
informed Any of the ff: Any of the ff:
• Principals Report  SIP/AIP  Year End School
decision-
on the Progress of SIP/AIP Implementation Plan Accomplishment Report
making and
Implementation.  Progress on SIP Cards widely
solving of • SMEA and M&E implementation, disseminated to
school- Report  Quarterly Meetings stakeholders.
community - 1ST SMEA & M&E with the Stakeholders  School Paper
wide- Report - 1st Quarterly showing Year End
learning - 2nd SMEA & M&E Meetings with the School Accomplishment
Report Stakeholders Report Card (SARCs)
problems
- 3rd SMEA & M&E - 2nd Quarterly widely disseminated to
Report Meetings with the stakeholders
- 4th SMEA & M&E Stakeholders  School
Report - 3rd Quarterly communication
 • Learners output Meetings with the program showing
signed by parents. Stakeholders regular and easy access
(displayed in the Bulletin - 4th Quarterly to school information
Board per subject area) Meetings with the  On line
• Teachers and Stakeholders accounts/School
Learners Portfolio  Reported Quarterly Websites/
• Year round and the Data on Level I  Bulletin Board
Monthly Schedule using the Indicators to the Brgy.  School
reduced Friday class Officials or Municipal Letters/Invitations/
• Supervisory Plan Executives reflecting easy Brochures/Newsletter
• Records of disclosure of information
Teacher/Class Progress of about decisions to learning
SIP/AIP Implementation and administrative
• Technical problems.
Assistance Plan
• Report on
evaluation of teacher
performance
• Records of
Teacher/Class Observation
• Teachers and
Learners Portfolio
• Bulletin Board per
subject area to display
learners output signed by
parents.
 Established the
following functionally in
the school:
 Suggestion box
 Log sheets/log
books
 Records of
evaluation or positive
feedback on level of
satisfaction from stake
holders regarding efficiency
of school system
any information network
(MIS/SIS/s, etc.)
5. A long LEVE LEVEL I IndicatorLEVEL 2 Indicator Leaders LEVEL 3 Indicator
term L 0 Developing structures are undertake training modes Leaders assume
program is Not in place and analysis of the that are convenient to responsibility for their
in Evide
competency andthem (on-line, off-line, own training and
operation nt
development needs of
modular, group, or home- development. School
that
addresses leaders is conducted; result based) and which do not community leaders
the training is used to develop a long disrupt their regular working individually or
and term training andfunctions. Leaders monitor in groups, coach and
developme development program. and evaluate their own mentor one another to
nt needs of learning process. . achieve their VMG.
school and Evidence: Evidence: Evidence:
community Any of the ff: • Training Design & Any of the ff:
leaders. • Training Needs Accomplishment •
Assessment/Teachers Report/PTS/
Needs Assessment (TNA) - Minutes of Accomplishment Report
- NCBTS-NCBSSH TDNA Meeting/Agenda/Programs - Minutes of
Result /Matrices Meeting/Agenda/Progr
- IPPD/SPPD - Attendance ams/Matrices
- Professional Development - Narrative Report - Attendance
Profile of teachers/ non- - Financial Report (if - Narrative
teaching personnel money matters are Report
• Training and involved) - Financial Report
 Development road map for
at least three years.
• Training
Development Plan
• Project
Proposal/Training & upgrading scheme and
Seminar Proposals
- Objective/s
- Resources (Human,
financial, etc)
- Training Matrix
• Records of
consultations with internal
and external stakeholders
on improving learning
outcomes
Any document which would
prove that there is likewise
a program for community
stakeholders
Significant
findings
Recommendations
Best Features
Total ____
Weighted Mean ____
Weighted Percentage 30%
- Pictures (if money matters are
• On-going involved)
Professional Training and - Pictures
Development Program with • List of Trainings
self-assessment and & Seminars
• Certificates of
shared by teachers and Trainings and Seminars
community leaders • Implementation
• Records of Plans
mentoring and Barangay/Municipal
consultations with co- Resolutions(Reflecting
administrators school Trainings &
• Records of Development
training/learning of initiated/led by the
opportunities for school school community
improvement provided by leaders with Job
the school head to student Embedded Learning
organization (JEL)
• Records of
training/learning of
opportunities for school
improvement provided by
the school head to parent
organization
• Records of
training/learning of
opportunities for school
improvement provided by
the school head to LGU,
local organizations.
• Institutionalization
of best practices
• Benchmarking by
the school
head/management
• Records on
delegation of critical
functions like mentoring
and coaching to teachers
and stakeholders.
• Records on
monitoring and evaluation
to teachers and
stakeholders.
I. LEADERSHIP AND GOVERNANCE
GENERAL FINDINGS Recommendations:

Best Features:
SCORE:

= Total Score
5

=
Validated By: Conformed by:
EUFEMIANA MANAS-GOMEZ
_____________________ JOSELITO P.____________________
BERNARDO
PSDS School Head
 II. CURRICULUM AND INSTRUCTION The curriculum learning systems anchored
on the community and learner’s contexts and aspirations are collaboratively
developed and continuously improved.
CURRICULUM
Evidenc
AND LEVEL OF PRACTICE
e
INSTRUCTION
1. The LEVEL 0 Level 1 Indicator Level 2 Indicator Level 3 Indicator
curriculum Not All types of learners of Programs are fully The educational needs of
provides for the Evident the school community implemented and all types of learners are
development are identified, their closely monitored to being met as shown by
needs of all learning curves address performance continuous improvement
types of learners assessed; appropriate discrepancies, on learning outcomes
in the school programs with its benchmark best and products of learning.
community support materials for practices, coach low Teachers’ as well as
each type of learner is performers, mentor students’ performance is
developed. potential leaders, motivated by intrinsic
reward high rather than extrinsic
achievement, and rewards. The schools’
maintain environment differentiated programs
that makes learning are frequently
meaningful and benchmarked by other
enjoyable. schools.
Evidence: Evidence: Evidence:

• Established • School  Improved

Assessment System Supervisory Plan learning outcomes
with results (monthly) • Achievement
- Phil-IRI • Monthly Rate,
- Numeracy test, Supervisory Report • Promotion Rate,
Multiple  Any • Failure Rate
- Intelligences Program/Project to • Drop Out Rate
Assessment Result address performance • Cohort Survival
- Academic discrepancies/ Rate
Performance Chart, deficits/gaps. • Graduation Rate
etc.)  • Completion Rate
• Learners’ • Nat Results
profile ( student Project/Activity Plan • Summative Test
tracking system) of the following: Results per Subject Area
• Support • RRE, School  Names of visitors
Materials (IM’s, Remedial Program benchmarked school’s
Competency Based • Programs for initiated
Budget of Lessons, A Child Community programs/projects
Lesson Exemplars) Centered Education • Log Book
• Any System (ACCESSs) • Record Sheet
Program/Project to • Alternative • Attendance
address learning Delivery Mode • Letters
deficits/ performance Program  Accomplishment
discrepancies e.g. • NAT Review Report
- RRE Program • School’s Best
- Reading • Numeracy Practices
Program Skills Program • Programs for A
- Intervention • Feeding Child Community
Materials Program Centered Education
- ADM Module • Reading System (ACCESSs)
- Reading Program • Alternative
Inventor  Delivery Mode Program
- Investigatory • NAT Review
Projects Implementation and Program
• Research Narrative Report of • Numeracy Skills
Proposal the following: Program
• NAT Review • Feeding Program
Program • Reading
 • Reading Program
Readiness Exam • NAT Intervention
• Numeracy plan
Skills Program • NAT results
• Feeding comparative analysis by
Program quartile and mastery
• Reading level
Program Intervention • Research
and Materials Outcomes
• Interventions
for ACCESSs (Home
Visitation)
• Programs for
A Child Community
Centered Education
System (ACCESSs)
• On the use of
Alternative Delivery
Mode Modules


Accomplishment
Report and copy of
program for periodic
recognition
• 1st Quarter
List of Awardees
• 2nd Quarter
List of Awardees
• 3rd Quarter
List of Awardees
• 4th Quarter
List of Awardees
• Quarterly
convocation
• Year- end
recognition
Conducted Research
2. The LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
implemented Not Local beliefs, norms, The localized Best practices in
curriculum is Evident values, traditions, curriculum is localizing the curriculum
localized to folklores, current implemented and are mainstreamed and
make it more events, and existing monitored closely to benchmarked by other
meaningful to technologies are ensure that it makes schools. There is marked
the learners and documented and used learning more increase in number of
applicable to life to develop a lasting meaningful and projects that uses the
in the curriculum. pleasurable, produces community as learning
community Localization guidelines desired learning laboratory, and the
are agreed to by school outcomes, and school as an agent of
community and directly improves change for improvement
teachers are properly community life. of the community.
oriented. Ineffective
approaches are
replaced and
innovative ones are
developed.
Evidence: Evidence: Evidence:
• Compilation of • M & E/
local literature Supervisory Report on • Log Book/Record
 Local beliefs localized curriculum Sheet showing names of
 Norms • Monitoring visitors who
 Values Report on the benchmarked good or
 Traditions utilization of best practices of school’s
 Folklores Localized curriculum localized curriculum
  Current Events • Adjusted • Accomplishment
 Existing localized curriculum Report on the School’s
Technologies • Write up on Best Practices in
• Sample the impact of the Localizing the Curriculum
Lessons showing its utilization/integration • Any document/s
utilization of localized of school’s initiated
• Lesson Plan curriculum project that uses the
showing utilization of • Sample community as a learning
localize materials performance outputs laboratory (e.g. school-
• Lesson Plans that could be utilized community livelihood
showing the to improve projects)
integration of local community life • Compilation of
literature  solid waste teaching exemplars
• management, integrating the localized
 tree planting curriculum
Accomplishment  linis bayan • Evidence of
Report on the crafting activity improved performance.
of localized curriculum
guidelines duly signed
by school community
• Copies of
localized/
contextualized
IMs/LMs
• Supervisory
report on
contextualized LMs
• List of
contextualized LCs
• Copies of
contextualized CGs per
Las
• List of
trainings conducted on
Localization/contextua
lization of materials
• Number of
contextualized
materials
3. A LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
representative Not A representative team Learning materials Materials and
group of school Evident of school and and approaches to approaches are being
and community community reinforce strengths used in school, in the
stakeholders stakeholders assess and address family and in community
develop the content and methods deficiencies are to develop critical,
methods and used in teaching developed and tested creative thinking and
materials for creative, critical for applicability on problem solving
developing thinking and problem school, family and community of learners
creative thinking solving. Assessment community. and are producing
& problem results are used as desired results.
solving guide to develop
materials.
Evidence: Evidence: Evidence:
Any of the following: Any of the following:
• Any document • Activity
as MOV that the • Completion Report any
content and method report re: school initiated
used in teaching were Developed/reproduce activity participated in by
assessed by any of the d/procured learning the community utilizing
ff. team. materials that could the school’s learning
- PTA be used to reinforce resources (human &
- School strengths and address materials) with positive
Governing Council weaknesses impact to the
(SGC) applicable in the community.
 - School school, home and Write up or any
Planning Team (SPT) community document of an existing
- School M&E - Individual functional/operational
Team (SMET) learning modules for community based
• Narrative students learning action cell.
Report - Home study
- Minutes of manuals for parents
Meeting/Agenda/Matr - Community
ices learning centers
- Attendance •
- Financial
Report (if money Accomplishment
matters are involved) Report
- Pictures - Minutes of
Meeting/Agenda/Pro
grams/Matrices
- Attendance
- Narrative
Report
- Financial
Report (if money
matters are involved)
- Pictures
4. The learning LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
systems are Not A school- based The school- based The monitoring system is
regularly and Evident monitoring and monitoring and accepted and regularly
collaboratively learning system is learning systems used for collective
monitored by conducted regularly generate feedback decision making.
the community and cooperatively; and that is used for The monitoring tool has
using feedback is shared making decisions that been improved to
appropriate with stakeholders. enhance the total provide both
tools to ensure The system uses a tool development of quantitative and
the holistic that monitors the learners. qualitative data.
growth and holistic development A committee take
development of of learners. care of the
the learners continuous
and the improvement of the
community. tool.
Evidence: Evidence: Evidence:
• Procedure on  Feedback • Result on the
the conduct of mechanism for a well- regular conduct of School
Monitoring Evaluation informed decision Monitoring Evaluation
& Adjustment (SMEA) making and Adjustment (SMEA)
- SMEA and  suggestion •
M&E Workflow box,
• Terms of  text brigade, Updated/improved M &
Reference (TORs) of  forums E Tool designed by the
school’s M & E team /assembly School M & E Team duly
(SMET)  findings and approved by the School
- SMEA and recommendations Head/ SGC
M&E team w/ duties & from the evaluation
responsibilities tool
• Schedule on • Minutes of
the conduct of SMEA meeting of the M & E
• SIP/AIP-based team before the
Monitoring & conduct of School
Evaluation Monitoring,
instrument /tool Evaluation &
- Program & Adjustment (SMEA)
Activities SMEA and  Attendance
M&E Tool  Pictures
- 1st Quarter Record of M & E
SMEA and M&E Report related activities
- 2nd Quarter conducted
 SMEA and M&E Report
- 3rd Quarter
SMEA and M&E Report
- 4th Quarter
SMEA and M&E Report
• School
Monitoring &
Evaluation Adjustment
System
• Feedback
Mechanism
• Improved M&E
tool such as survey
analysis, SMEA result
duly approved by
School head
• Monitoring
Schedule and meetings
of stakeholders
• SIP/AIP-based
monitoring instrument.
5. Appropriate LEVEL 0 Level 1 Indicator Level 2 indicator Level 3 Indicator
assessment tools Not The assessment tools The assessment tools School assessment
for teaching and Evident are reviewed by the are reviewed by the results are used to
learning are school and assessment school community develop learning
continuously results are shared with and results are shared programs that are suited
reviewed and school’s stakeholders. with community to community, and
improved, and stakeholders. customized to each
assessment learner’s context, results
results are of which are used for
contextualized collaborative decision-
to the learner making.
and local
situation and the Evidence: Evidence: Evidence:
attainment of  Competency  Any document of
relevant life based Test materials  Structure in a functional/operational
skills. duly checked/ charge of the review community based
approved by the School and improvement of initiated programs and/
Head assessment tools ( list or projects
• Table of and TOR) • Community
Specifications • Assessment Learning Centers
• Periodical Test Working Team w/ • Conceptualized
Questions duties & to address the learning
• Guidelines in responsibilities deficits/ discrepancies of
constructing test  Review of the learners based from
questions assessment tools the school assessment
• Test/ Item participated by results.
Analysis stakeholders • Community
• Item Bank, • Letter initiated program
• Rubrics per •
subject area
• Other test Agenda/Minutes of
materials meeting
 ACR on the • Attendance
conduct of activity •
relative to sharing of
assessment results Narrative/Accomplish
with school’s ment report
stakeholders
• Quarterly
Issuance of Learners
Performance
• Student/Pupil
Report Card
 • Posted
Learners Academic
Progress
• Issuance of
NAT and NCAE results
to parents
 Item analysis
per learning area
- English
- Filipino
- Math
- Science
- EPT/TLE
- Hekasi/AP
- MAPEH
- EsP

6. Learning LEVEL 0 Level 1 Indicators. Level 2 indicators. Level 3 Indicators

managers and Not Stakeholders are aware Stakeholders begin Learning environments
facilitators Evident of child/ learner- to practice child/ methods and resources
(teachers, centered, rights- based, learner- centered are community driven,
administrators and inclusive principles principles of inclusive and adherent
and community of education. education in the to child’s rights and
members) Learning managers and design of support to protection
nurture values facilitators conduct education. requirements.
and activities aimed to Learning managers Learning managers and
environments increase stakeholders and facilitators apply facilitators observe
that are awareness and the principles in learners’ rights from
protective of all commitment to designing learning designing the
children and fundamental rights of materials. curriculum to
demonstrate children and the basic structuring the whole
behaviors principle of educating learning environment.
consistent to the them.
organization’s Evidence: Evidence: Evidence:
vision, mission
and goals. • List of • Barangay • At least 70% of
Children’s Rights and Dev. Plan all of the 7 domains of
Responsibilities (in • Municipal the Child Friendly School
Filipino or vernacular) Investment Plan System (CFSS) tool are
strategically showing supports to satisfied.
placed/posted in a very education which are • ACCESS
conspicuous place anchored on child compliant school plans
• School policies • learner- - AIP
which spell out the centered principles - SIP
rights of children of education School and community
• Child Friendly • Four As record of activities
School Guidelines (Activity, Analysis, showing concern to
• Programs for Abstraction and children
ACCESSs Application) based
• lesson plans using/
Accomplishment integrating GAD and
Report ABC principles in the
• Minutes of key behavior
Meeting on the indicator/value aim
conduct of activity
relevant to learner-
centered, right-based,
and inclusive principles
of education
• A Child &
Community-Centered
Education Systems
(ACCESs)
7. Methods LEVEL 0 Level 1 Indicators. Level 2 indicators. Level 3 Indicators.
 and resources Not Practices, tools and Practices, tools and There is continuous
are learner and Evident materials for materials for exchange of
community- developing self- developing self- information, sharing of
friendly, directed learners are directed learners are expertise and materials
enjoyable, highly observable in beginning to emerge among the schools,
safe, inclusive, school, but not in the in the homes and in home and community
accessible and home or in the the community. for the development of
aimed at community. The program is self-directed learners.
developing Learning programs are collaboratively The program is
self- directed designed and implemented and mainstreamed but
learners. developed to produce monitored by continuously improved
Learners are learners who are teachers and parents to make relevant to
equipped with responsible and to ensure that it emergent demands.
essential accountable for their produces desired
knowledge, learning. learners.
skills, and
values to
assume
responsibility
and
accountability
for their own
learning.
Evidence: Evidence: Evidence:

• Learning • LCDs are • ACR on

Competency Directory shared with the community based FGD
(LCD) per subject parents for them to on LCD utilization
posted in the guide the learning •
classroom (it is activities of their
anchored on the children Document/record of a
budget of lesson per sustained and/or
subject which reflects improved program for a
the competencies self-directed learners
covered in every • Attendance,
grading period, date of Pictures and Minutes of
delivery, topics to be Focus Group Discussion
discussed, activities/ (FGD) on Learning
exercises to be used, Competency Directory)
book title and page LCD utilization
number)
• Learner’s
PORTFOLIO
• RUBRICS
developed by the
learners

 Any document
of a functional school
program to produce
learners who are
accountable for their
learning
• modular
instruction,
• peer tutoring
• Youth Peer
Education

Total ____
Weighted Mean ____
Weighted Percentage 30%
FOCUS GROUP DISCUSSIONS OF THE VALIDATORS
II. CURRICULUM AND INSTRUCTION
Findings: Recommendations:

Best Features:
SCORE:

= Total Score
7

Validated By: Conformed by:

EUFEMIANA MANAS-GOMEZ
______________________ JOSELITO P. BERNARDO
______________________
II. CURRICULUM AND INSTRUCTION
PSDS School Head

III. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT A clear, transparent,

inclusive, and responsive accountability system is in place, collaboratively developed by the school community,
which monitors performance and acts appropriately on gaps and gains.

ACCOUNTABIL
ITY AND
Evide
CONTINIOUS LEVEL OF PRACTICE
nce
IMPROVEMEN
T
1. Roles and LEVEL LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator Shared
responsibilitie 0 Not There is an active party The stakeholders are and participatory processes
s of Eviden that initiates engaged in clarifying are used in determining
accountable t clarification of the roles and defining their roles, responsibilities and
person/s and and responsibilities in specific roles and accountabilities of
collective education delivery. responsibilities. stakeholders in managing
body/ ies are and supporting education.
clearly defined
and agreed  School has an  Minutes of Presence of the ff:
upon by
organized team that meeting/ FGD  School Handbook
community
stakeholders. defines the roles and  ACR  Memorandum of
responsibilities of the  Result of Agreement/
following: Focused Group Covenant/Contract
-PTA,SGC, School’s Discussion (FGD) (Duly signed by stakeholders
Finance Team Showing involvement to signify their
-PGO/SGO of stakeholders in accountabilities and
- SIP Teams clarifying and defining responsibilities in managing
-Grievance Committee their specific roles and and supporting education)
- Other functions through a -School organizational chart
Committees flow chart - Profie of teachers &
 List of roles and Personnel
responsibilities -PTA -PTA bulletin board in
 -SGC classroom
 -SIP Team -Conflict Management
 -Grievance Report
Committee
 -School Finance
Team
-List of Roles &
responsibilities
2. LEVEL Level 1 Indicators. Level 2 Indicators. A Level 3 Indicators. A
Achievement 0 Not Performance community-level community-accepted
of goals is Eviden accountability is accountability system performance
recognized t practiced at the is evolving from accountability, recognition
based on a school level. school-led initiatives. and incentive system is
collaboratively being practiced.
developed
performance
accountability
system; gaps
are addressed
through Evidence: Evidence: Evidence:
appropriate
 System on  System on • Accomplishment
action.
School Monitoring School Monitoring reports
Evaluation & Evaluation & - Proposal
Adjustment (SMEA) Adjustment (SMEA) is - Narrative
• SMEA and M&E established and - Picture
Working Committee regularly conducted - Liquidation
2015-2016 • 1st Quarter - Evaluation
• SMEA and M&E SMEA Report • MOA/MOU duly
Working Committee • 2nd Quarter signed by stakeholders 2
2016-2017 SMEA Report • Institutionalized
• SMEA and M&E • 3rd Quarter Recognition
Flow Chart/Work SMEA Report • Awarding
Flow/Procedure 2015- • 4th Quarter Committee
2016 SMEA Report • Award System
• SMEA and M&E • 1st Quarter • Incentive System
Flow Chart/Work M&E Report • Programs/memos
Flow/Procedure 2016- • 2nd Quarter on school-based awards
2017 M&E giving
• SMEA and • 3rd Quarter • List of awardees
Teachers’ M&E M&E Report stakeholders (internal &
Monitoring Tool 2015- • 4th Quarter external)
2016 M&E Report - Letters
• SMEA and • - Invitation/Invitation
Teachers’ M&E Program
Monitoring Tool 2016- Forum/Assembly on 1st - Certificates
2017 Quarter SMEA and - Pictures
• M&E Report
- Attendance
Program/Activity - Pictures
Evaluation Tool 2015- - Adjustment
2016 and Implementing Plan
• - Activity/Project
Proposal
Program/Activity - Technical
Evaluation Tool 2016- Assistance Plan
2017 - Result of
• School Focused Group
Implementing Plan Discussion
2015-2016 - Narrative
• School Report
Implementing Plan •
2016-2017
Forum/Assembly on
2nd Quarter SMEA and
M&E Report
- Attendance
- Pictures
- Adjustment
and Implementing Plan
-Activity/Project
Proposal
- Technical
Assistance Plan
- Result of
Focused Group
Discussion
- Narrative
Report
•Forum/Assembly on
3rd Quarter SMEA and
M&E Report
- Attendance
- Pictures
- Adjustment
and Implementing Plan
- Activity/Project
Proposal
- Technical
Assistance Plan
- Result of
Focused Group
Discussion
- Narrative
Report
•Forum/Assembly on
4th Quarter SMEA and
M&E Report
- Attendance
- Pictures
- Adjustment
and Implementing Plan
-Activity/Project
Proposal
- Technical
Assistance Plan
- Result of
Focused Group
Discussion
- Narrative
Report
• Feedback from
Stakeholders through
Suggestion box
Feedback from
Stakeholders through
Text brigade
Feedback from
Stakeholders through
Program/Activity
Evaluation Tool
3. The LEVEL LEVEL 1 Indicators. The LEVEL 2 Indicators. LEVEL 3 Indicators. School
accountability 0 Not school articulates the Stakeholders are community stakeholders
system is Eviden accountability engaged in the continuously and
owned by the t assessment framework development and collaboratively review and
community with basic components, operation of an enhance accountability
and is including appropriate systems’ processes,
continuously implementation accountability mechanisms and tools.
enhanced to guidelines to the assessment system.
ensure that stakeholders.
management
structures and
mechanisms
are responsive
to the
emerging
learning needs
and demands Evidence: Evidence: Evidence:
of the • Any school’s • • Any report of an
community initiated accountability activity conducted for the
assessment framework ACR/accomplishment review and enhancement of
with structure & Report the school initiated
implementing • Minutes of assessment system-it’s
guidelines (as part of Meeting duly signed by processes,
the school handbook) the stakeholders who • TORs of members
• Communication participated in the and the tools
letter crafting of the • Adjusted
• Pictorials accountability assessment system
• Attendance assessment framework. • Resolution for any
Sheet • Any document adjustments that will be
• Minutes of showing that the collaboratively approved by
meetings containing the system is operational the stakeholders
suggestions for
improvement or the like
4. LEVEL LEVEL 1 Indicators. The LEVEL 2 Indicators. LEVEL 3 Indicators.
Accountability 0 Not school, with the Stakeholders are Stakeholders continuously
assessment Eviden participation of engaged in the and collaboratively review
criteria and t stakeholders, articulates development and and enhance accountability
tools, an accountability operation of an systems; processes,
feedback assessment framework appropriate mechanism and tools.
mechanisms, with basic components, accountability
and including assessment system.
information implementation
collection and guidelines.
validation Evidence: Evidence: Evidence:
techniques  School-Based  School-Based  School-Based
and processes Accountability Accountability Accountability
are inclusive
Assessment Assessment Assessment Framework
and
collaboratively Framework Framework -Structure
developed and -Structure -Structure -Processes
agreed upon. -Processes -Processes -Tools
-Tools -Tools  With the following
 With the  With the documents:
following documents: following documents: • Any document
• Invitation letter • Quarterly showing the continuous and
to stakeholders accomplished collaborative review and
• Minutes in the • Utilized enhancement of
articulation of the accountability accountability system;
Accountability assessment tools (SHs, processes, mechanism and
Assessment Framework T’s, Pupils, Parents, tools
 • School-Based External Stakeholders)
Accountability • Or any
Assessment System document proving the
developed engagement in the
development and
operation of the
accountability
assessment system
5. LEVEL Level 1 Indicators. Level 2 Indicators. Level 3 Indicators. School-
Participatory 0 Not The school initiates Collaboratively conduct community-developed
assessment of Eviden periodic performance of performance performance assessment is
performance t assessment with the assessment informs practiced and is the basis for
is done participation of planning, plan improving monitoring and
regularly with stakeholders. adjustments and evaluation system, providing
the requirements for technical assistance, and
community. technical assistance. recognizing and refining
Assessment plans.
results and
lessons
learned serve
Evidence: Evidence: Evidence:
a basis for
feedback,  Quarterly  Integrated  SMEA served as
technical Report on School SMEA results to: basis for:
assistance, Monitoring Evaluation • SIP 1st • 1st Quarter
recognition & Adjustment Quarter Adjusted SIP/AIP
and plan • 1st Quarter Accomplishment • 1st Adjusted
adjustment. SMEA Report report Monitoring & Evaluation
• 2nd Quarter • 1st Quarter System
SMEA Report Adjustment Plan • 1st Quarter
• 3rd Quarter • 1st Quarter Adjusted Technical
SMEA Report Technical Assistance Assistance Plan
• 4th Quarter Plan • 2nd Quarter
SMEA Report • SIP 2nd Adjusted SIP/AIP
Quarter • 2nd Adjusted
Accomplishment Monitoring & Evaluation
report System
• 2nd Quarter • 2nd Quarter
Adjustment Plan Adjusted Technical
• 2nd Quarter Assistance Plan
Technical Assistance • 3rd Quarter
Plan Adjusted SIP/AIP
• SIP 3rd • 3rd Adjusted
Quarter Monitoring & Evaluation
Accomplishment System
report • 3rd Quarter
• 3rd Quarter Adjusted Technical
Adjustment Plan Assistance Plan
• 3rd Quarter • 4th Quarter
Technical Assistance Adjusted SIP/AIP
Plan • 4th Adjusted
• SIP 4th Monitoring & Evaluation
Quarter System
Accomplishment • 4th Quarter
report Adjusted Technical
• 4th Quarter Assistance Plan
Adjustment Plan
• 4th Quarter
Technical Assistance
 Plan

Total ____
Weighted Mean ____
Weighted Percentage 25%

FOCUS GROUP DISCUSSIONS OF VALIDATORS

III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Findings: Recommendations:

Best Features:
SCORE:

= Total Score
5

=
 III. ACCOUNTABILITY AND CONTINIOUS IMPROVEMENT

Validated By: Conformed by:

EUFEMIANA MANAS-GOMEZ
_____________________ JOSELITO P. BERNARDO
____________________
PSDS School Head

IV. MANAGEMENT OF RESOURCES

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
MANAGEMENT
LEVEL OF PRACTICE Evidence
OF RESOURCES
1. Regular LEVEL 0 LEVEL1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
resource Not Stakeholders are Resource inventory is Resource inventories are
inventory is Evident aware that a characterized by systematically developed
collaboratively regular resource regularity, increased and stakeholders are
undertaken by inventory is participation of engaged in a
learning available and is stakeholders, and collaborative process to
managers, used as the basis communicated to the make decisions on
learning for resource community as the resource allocation and
facilitators, and allocation and basis for resource mobilization.
community mobilization. allocation and
stakeholders as mobilization.
basis for resource Evidence: Evidence: Evidence:
allocation and  Inventory of  Report on the  Report on the
mobilization. Resources Inventory of the allocation & mobilization
 School following: of the following:
Facilities/  School  School
Classroom Facilities/Classrooms Facilities/Classrooms
s  School Tables,  School Tables,
 School
Chairs & Chalk Board Chairs & Chalk Board
Tables,
 Desks/Arm  Desks/Arm
Chairs &
Chalk Chairs Chairs
Board  School  School
 Desks/Arm Laboratory Supplies & Laboratory Supplies &
Chairs Apparatus Apparatus
 School  TLE/HE  TLE/HE Supplies
Laboratory Supplies & Equipments & Equipments
Supplies &  Sports., music,  Sports., music,
Apparatus arts & health Supplies arts & health Supplies &
 TLE/HE & Equipments Equipments
Supplies &  Library Books,  Library Books,
Equipment Supplies & Equipments Supplies & Equipments
s  ICT Supplies &  ICT Supplies &
 Sports., Equipoments Equipoments
music, arts  Textbooks  Textbooks
& health
Supplies &
• Timely • No adverse COA
Equipment
s submission of findings on liquidation of
  Library liquidation reports MOOE
Books, • • Evidence of
Supplies & pledges of support from
Equipment Memos/minutes of external stakeholders:
s meeting by finance - PTA
 ICT team (school level) - LGU
Supplies & - School head - Barangays
Equipomen
- Treasurer - Alumni
ts
- Disbursing - NGO
 Textbooks
Officer, etc. - Foundations
 School Finance • Invitation to • Accomplishment
Committee trainings/orientation/ report for resource
 MOOE – planning conference generation activities:
utilization per by NGO’s, LGU’s and - Brigada Eskwela
cash program GA’s - Other programs/
 Proper • Copies of projects/activities
liquidation plans and programs  Updated report
submitted with DepEd concerns on disbursement of
monthly integrated from resources (Financial
 Minutes of the NGO’s, LGU’s and GA’s Statement) generated
regular • Minutes of the according to intended
meetings (with meetings conducted purpose (e.g. popularity
attendance regularly with contests, pledges, etc.)
sheet) attended
stakeholders to • School Governing
by:
generate and sustain Council
- School
support for DepEd • Barangay Council
board
- Alumni programs, projects, • Stakeholders
- PTA activities • Alumni
- NGO • General PTA
 Proposals for • Homeroom PTA
activities and • SBM Working
projects Committee
prepared, • SMEA and M&E
submitted, and Committee
approved by • Brigada Eskwela
donors, Committee
funding • School
agencies for Inspectorate Team
needed/relevan • DRRM
t school Committee
projects/activiti • Grievance
es of the Committee
following: • MOOE Technical
 School
Working Group
Governing
• Faculty Club
Council
 Barangay • Solid Waste
Council Management Committee
 Stakeholde • Supreme Student
rs Government
 Alumni • English Club
 General • Filipino Club
PTA • Math Club
 Homeroom • YES-O/Science
PTA Club
 SBM • A.P. Club
Working • Ø T.L.E./S.T.E.P.
Committee Club
 SMEA and •
M&E
Committee
MAPEH/Dance/Theater/
 Brigada
Eskwela Music/Arts/Sports Club
Committee • EsP Club
 School • School Paper
Organization
 Inspectorat • CAT/BSP/GSP
e Team • Updated
 DRRM inventory of projects
Committee completed
 Grievance • Completed
Committee projects utilized by the
 MOOE school for the purpose
Technical
(intended beneficiaries
Working
and more)
Group
 Faculty
Club
 Solid
Waste
Manageme
nt
Committee
 Computer
 Canteen/C
oop
 Supreme
Student
Governmen
t
 English
Club
 Filipino
Club
 Math Club
 YES-
O/Science
Club
 A.P. Club
 Ø
T.L.E./S.T.
E.P. Club
 MAPEH/D
ance/Theat
er/Music/A
rts/Sports
Club
 EsP Club
 School
Paper
Organizati
on
 CAT/BSP/
GSP

2. A regular LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator

dialogue for Not Stakeholders are Stakeholders are Stakeholders collaborate
planning and Evident invited to regularly engaged in to ensure timely and
resource participate in the the planning and need-based planning and
programming, development of an resource programming resource programming
that is accessible educational plan in and in the and support continuous
and inclusive, resource implementation of the implementation of the
continuously programming and educational plan. educational plan.
engage in the
stakeholders and implementation of
support the educational
implementation plan.
of community Evidence: Evidence: Evidence:
education plans. • Timely • Proof of • Rendering of
issuance of memo support that amount monthly/bi-
and minutes of has been generated monthly/quarterly/seme
regular meetings and deposited in stral/annual consultative
(with attendance banks conference with
 sheets) of the • Books of finance/management
finance team accounts and all team, stakeholders,
(school level) financial transactions funding agencies and
• Timely audited donors
issuance of memo • • Updated status
and concerned report of resources
DepEd personnel Implementation of generated and
and invitation to procurement plan disbursement for the
external intended purpose
stakeholders/GA’s
for regular • Updated
conferences financial statement
• Regular posted on the
posting of financial transparency board
statements/financi
al report rendered • Sustained
to stakeholders resource generation to
during the support the school SIP
conference implementation
•

Transparency
Board
3. In place is a LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator
community- Not Stakeholders Stakeholders are Stakeholders sustain the
developed Evident support judicious, engaged and share implementation and
resource appropriate, and expertise in the improvement of a
management effective use of collaborative collaboratively
system that resources. development of developed, periodically
drives resource management adjusted, and
appropriate system. constituent-focused
behaviors of the resource management
stakeholders to system.
ensure judicious, Evidence: Evidence: Evidence:
appropriate, and • Copy of • Financial • SRC showing the
effective use of the Barangay disbursements of the significant decrease in
resources. /Municipal/ fund provided by the the number of non-
Provincial Annual barangay/municipal/ serviceable/repairable
Budget plan provincial school facilities
reflecting • Letter of • Write-up on
allocation for the invitation for the school community
school school head to attend developed resource
• Copy of budgeting and management system
resolution for IRA, planning coming from • Accomplishment
Municipal the barangay Report on Bigada
/Provincial SEF council/municipal Eskwela and other
• Copy of office/provincial activities supported by
the disbursement office/NGOs the barangay
voucher of the • Copy of /municipal/
fund allocated for minutes from the provincial/NGOs etc.
the school with barangay secretary/
photocopied municipal
cheque office/provincial office

4. Regular LEVEL 0 LEVEL 1 Indicator LEVEL 2 Indicator LEVEL 3 Indicator

monitoring, Not Stakeholders are Stakeholders Stakeholders are
evaluation, and Evident invited to collaboratively engaged, held
reporting participate in the participate in the accountable and
processes of development and development and implement a
resource implementation of implementation of collaboratively
management are monitoring, monitoring, evaluation developed a system of
collaboratively evaluation and and reporting resource monitoring, evaluation
developed and reporting management. and reporting resource
implemented by processes on management.
the learning resource
managers, management.
facilitators and Evidence: Evidence: Evidence:
community • Letter of • • School
stakeholders. invitation to Community stakeholders
stakeholders on Accomplishment implementation report
the development report on the on the M & E and
and development and reporting system for
implementation of implementation of resource management
monitoring, monitoring,  Add –on
evaluation, and evaluation, and documentations such as:
reporting reporting processes on • Pictures
processes on resource management • Inventories
resource • 1st Quarterl  Financial
management SMEA report on 2A, Statement from
• With proof 2B, 2C & 2d generated funds
of attendance i.e. • 2nd Quarterl according to intended
certificate of SMEA report on 2A, purpose (e.g. popularity
appearance/travel 2B, 2C & 2d contests, pledges, etc.)
order, attendance • 3rd Quarterl • School Governing
sheet SMEA report on 2A, Council
• SMEA 2B, 2C & 2d • Barangay Council
structure with • 4th Quarterl • Stakeholders
terms of reference SMEA report on 2A, • Alumni
2B, 2C & 2d • General PTA
• Homeroom PTA
• SBM Working
Committee
• SMEA and M&E
Committee
• Brigada Eskwela
Committee
• School
Inspectorate Team
• DRRM
Committee
• Grievance
Committee
• MOOE Technical
Working Group
• Faculty Club
• Solid Waste
Management Committee
• Supreme Student
Government
• English Club
• Filipino Club
• Math Club
• YES-O/Science
Club
• A.P. Club
• Ø T.L.E./S.T.E.P.
Club
•MAPEH/Dance/Theater/
Music/Arts/Sports Club
• EsP Club
• School Paper
Organization
• CAT/BSP/GSP

5. There is a LEVEL 0 LEVEL1 Indicator LEVEL2 Indicator LEVEL3 Indicator

system that Not An engagement Stakeholders support An established system of
manages the Evident procedure to a system of partnership is managed
network and identify and utilize partnerships for and sustained by the
linkages which partnerships with improving resource stakeholders for
strengthen and stakeholders for management. continuous improvement
sustain improving resource of resource
partnerships for management is management.
improving evident.
resource Evidence: Evidence: Evidence:
management. • Letter of
invitation • MOA/MOU • ACR/ PCR /
• Minutes of • Resolutions based on existing MOA /
meetings with • Deed of MOU, Resolution , Deed
attendance sheet Donation of Donations and
• Organized • Pledges Pledges
Resource • Delivery • Status report
Generation Receipts • Monthly/
Committee with • Feasibility quarterly financial
corresponding study / Project report of any sustained
TORs Proposal resource generating
• Minutes of activity
meetings conducted • Minutes of
by the Resource regular meetings with
Generation attendance sheet
Committee • Any document
that would prove the
presence of a sustained
income generating
project/ activity lead by
the stakeholders

Total ____
Weighted Mean ____
Weighted Percentage 15%
 IV. MANAGEMENT OF RESOURCES
Findings: Recommendations:

Best Features:
SCORE:

= Total Score
5

Validated By: Conformed by:

_____________________
EUFEMIANA MANAS-GOMEZ ____________________
JOSELITO P. BERNARDO
PSDS School Head